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SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : History TOPIC: The kingdom of Mali and the city of Timbuktu 14th century 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___Background: Teachers should note that the word ‘sources’ was deliberately changed to ‘how we find information about the past’ for Grades 4 – 6. The word ‘sources’ should be introduced in Grade 7.Focus: The development of a rich economy and a learning centre of the kingdom of Mali long ago.GRADE7TERM1CONTENT / CONCEPTS: Trade across the Sahara Desert - 2 hours1. Camel caravans as the means of transport :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Goods including salt brought from Europe and North Africa into Mali where they were exchanged for gold, slaves, ivory and ostrich feathers :DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Spread of Islam across North Africa and into West Africa via traders 9th century :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1. Camel caravans as the means of transport :ASSESSMENT2. Goods including salt brought from Europe and North Africa into Mali where they were exchanged for gold, slaves, ivory and ostrich feathers :(Indicate with an x)Formal assessment:TestExamData – handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric3. Spread of Islam across North Africa and into West Africa via traders 9th century :Teacher activities: (Attach copied pages out of sources)1. Camel caravans as the means of transport :AIMS SKILLSThe History curriculum aims to develop learners who:2. Goods including salt brought from Europe and North Africa into Mali where they were exchanged for gold, slaves, ivory and ostrich feathers :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.3. Spread of Islam across North Africa and into West Africa via traders 9th century :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Learner activities: (Attach worksheets/activities & memorandums)1. Camel caravans as the means of transport :Debating about what happened in the past on the basis of the available evidence.Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation. WHO ASSESSES?Camel caravansGoodsIslam2. Goods including salt brought from Europe and North Africa into Mali where they were exchanged for gold, slaves, ivory and ostrich feathers :3. Spread of Islam across North Africa and into West Africa via traders 9th century :TeacherSelfGroup RESOURCESCamel caravansGoodsIslamEXPANDED OPPORTUNITIES /DIFFERENSIATION:TextbookMaps/Atlas/GlobeActivity sheet Pictures/photo’s/IllustrationsNewspapers& magazinesOthersSOCIAL SCIENCES – SENIOR PHASELESSON PLAN : History TOPIC: The kingdom of Mali and the city of Timbuktu 14th century 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: The kingdom of Mali - 3 hours1. Mali at the height of its power under Mansa Musa early 14th century :DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Mansa Musa’s pilgrimage to Mecca :DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Construction of the Great Mosque :DATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :1. Mali at the height of its power under Mansa Musa early 14th century :2. Mansa Musa’s pilgrimage to Mecca :3. Construction of the Great Mosque :ASSESSMENTIndicate with an x)Formal assessment:TestExamData – handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum RubricTeacher activities: (Attach copied pages out of sources)1. Mali at the height of its power under Mansa Musa early 14th century :AIMS SKILLSThe History curriculum aims to develop learners who:Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.2. Mansa Musa’s pilgrimage to Mecca :Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence.3. Construction of the Great Mosque :Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.WHO ASSESSES?MaliMansa Musa’sGreat MosqueLearner activities: (Attach worksheets/activities & memorandums)TeacherSelf1. Mali at the height of its power under Mansa Musa early 14th century :Group2. Mansa Musa’s pilgrimage to Mecca :RESOURCESMaliMansa Musa’sGreat MosqueTextbook3. Construction of the Great Mosque :EXPANDED OPPORTUNITIES /DIFFERENSIATION:Maps/Atlas/GlobeActivity sheet Pictures/photo’s/IllustrationsNewspapers& magazinesOtherSOCIAL SCIENCES – SENIOR PHASELESSON PLAN : History TOPIC: The kingdom of Mali and the city of Timbuktu 14th century 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: The city of Timbuktu - 7 hours1. Leo Africanus’s eyewitness stories of his travels : Travel along caravan routes, into the Saharan desert and two visits to Timbuktu - 1hour DATE: FROM ____________ TO ___________ NR. OF periods: ____2. Leo Africanus’s eyewitness stories of his travels : Descriptions of Timbuktu in his book Description of Africa (1550) - 1hour DATE: FROM ____________ TO ___________ NR. OF periods: ____3. Timbuktu as a trade centre on the trans-Saharan caravan route - 2 hoursGoods coming from the Mediterranean shores and salt being traded in Timbuktu for goldDATE: FROM ____________ TO ___________ NR. OF periods: ____4. Timbuktu as a centre of learning : Mathematics, chemistry, physics, optics, astronomy, medicine, history, geography, the traditions of Islam, government laws and much more - 1 hourDATE: FROM ____________ TO ___________ NR. OF periods: ____5. Timbuktu as a centre of learning : Timbuktu Manuscripts Project and South African collaboration - 1 hourDATE: FROM ____________ TO ___________ NR. OF periods: ____6. Timbuktu as a centre of learning : Why Timbuktu is a World Heritage Site - 1 hourDATE: FROM ____________ TO ___________ NR. OF periods: ____wordbank :ASSESSMENT1. Leo Africanus’s eyewitness stories of his travels : Travel along caravan routes, into the Saharan desert and two visits to Timbuktu : 2. Leo Africanus’s eyewitness stories of his travels : Descriptions of Timbuktu in his book Description of Africa (1550) :(Indicate with an x)Formal assessment:TestExamData - handlingContextual – analysisInvestigation/Research Case StudyCreative ResponseMap skills Informal assessment:Classroom activitiesHomeworkWorksheet TestAssessment Tools: Memorandum Rubric3. Timbuktu as a trade centre on the trans-Saharan caravan route : 4. Timbuktu as a centre of learning : Mathematics, chemistry, physics, optics, astronomy, medicine, history, geography, the traditions of Islam, government laws and much more: AIMS SKILLS The History curriculum aims to develop learners who:5. Timbuktu as a centre of learning : Timbuktu Manuscripts Project and South African collaboration :Finding a variety of kinds of information about the past.Selecting relevant information.Deciding about whether information can be trusted.Seeing something that happened in the past from more than one point of view.Explaining why events in the past are often interpreted differently.Debating about what happened in the past on the basis of the available evidence6. Timbuktu as a centre of learning : Why Timbuktu is a World Heritage Site :Writing history in an organised way, with a logical line of argument.Understanding the importance of heritage and conservation.Teacher activities: (Attach copied pages out of sources)1. Leo Africanus’s eyewitness stories of his travels : Travel along caravan routes, into the Saharan desert and two visits to Timbuktu : WHO ASSESSES?2. Leo Africanus’s eyewitness stories of his travels : Descriptions of Timbuktu in his book Description of Africa (1550) :Caravan routesBookTrade centreTeacherSelfGroup3. Timbuktu as a trade centre on the trans-Saharan caravan route : Maths ....Manuscripts projectsWorld Heritage SiteTeacher4. Timbuktu as a centre of learning : Mathematics, chemistry, physics, optics, astronomy, medicine, history, geography, the traditions of Islam, government laws and much more: SelfGroupRESOURCESCaravan routesBookTrade centreTextbookMaps/Atlas/Globe5. Timbuktu as a centre of learning : Timbuktu Manuscripts Project and South African collaboration :Activity sheetPictures/photo’s/IllustrationsNewspapers& magazinesOthers6. Timbuktu as a centre of learning : Why Timbuktu is a World Heritage Site :Maths ....Manuscripts projectsWorld Heritage SiteLearner activities: (Attach worksheets/activities & memorandums)Textbook1. Leo Africanus’s eyewitness stories of his travels : Travel along caravan routes, into the Saharan desert and two visits to Timbuktu : Maps/Atlas/GlobeActivity sheetPictures/photo’s/Illustrations2. Leo Africanus’s eyewitness stories of his travels : Descriptions of Timbuktu in his book Description of Africa (1550) :Newspapers& magazinesOthersEXPANDED OPPORTUNITIES /DIFFERENSIATION:3. Timbuktu as a trade centre on the trans-Saharan caravan route : 4. Timbuktu as a centre of learning : Mathematics, chemistry, physics, optics, astronomy, medicine, history, geography, the traditions of Islam, government laws and much more: 5. Timbuktu as a centre of learning : Timbuktu Manuscripts Project and South African collaboration :6. Timbuktu as a centre of learning : Why Timbuktu is a World Heritage Site :SOCIAL SCIENCES – SENIOR PHASELESSON PLAN : HistoryTOPIC: The kingdom of Mali and the city of Timbuktu 14th century 15 hoursDATE: FROM ____________ TO ___________ NR. OF periods: ___GRADE7TERM1CONTENT / CONCEPTS: Revision , formal assessment etc. - 3 hoursTeacher activities: (Attach copied pages out of sources)ASSESSMENT(Indicate with an x)Formal assessment:TestExamData - handlingContextual - analysisInvestigation/Research Case StudyCreative ResponseMap SkillsAssessment Tools: Memorandum RubricLearner activities: (Attach worksheets/activities & memorandums)EXPANDED OPPORTUNITIES /DIFFERENSIATION : ................
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